St Jude's Catholic Primary School

ST JUDE’S RC INFANT AND JUNIOR SCHOOL

Reporting inspector: N A Pett OFSTED Inspector Number: 17331

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ST JUDE’S RC INFANT AND JUNIOR SCHOOL

Dates of inspection: 12 th and 13 th November 2001

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ST JUDE’S RC INFANT AND JUNIOR SCHOOL

Short inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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ST JUDE’S RC INFANT AND JUNIOR SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. St Jude’s RC Infant and Junior School - 3

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INFORMATION ABOUT THE SCHOOL

School address: St Jude’s Close Maypole BIRMINGHAM

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Fr. Anthony Talbot

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: June 1997 St Jude’s RC Infant and Junior School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members 17331 Mr N A Pett Registered inspector 9306 Mrs B Moore Lay inspector 29995 Mrs M Walker Team inspector

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INFORMATION ABOUT THE INSPECTION TEAM

The Innovation Centre Europarc GRIMSBY North East Lincolnshire DN37 9TT

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INFORMATION ABOUT THE INSPECTION TEAM

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE St Jude’s RC Infant and Junior School - 5

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PART A: SUMMARY OF THE REPORT 6 - 9

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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PART C: SCHOOL DATA AND INDICATORS 16 - 19

St Jude’s RC Infant and Junior School - 6

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PART A: SUMMARY OF THE REPORT

The school is situated on the southern side of Birmingham. It caters for pupils aged between 4 and 11 years of age and serves the immediate area of established housing estates. There are 155 pupils on roll, and it is smaller than the average size for primary schools nationally. Pupils come from the full range of socio-economic backgrounds, with a significant majority experiencing social and financial disadvantage. There is considerable mobility amongst the local population. The number of pupils eligible for free school meals is well above the national average. There is a small number of pupils from minority ethnic heritage, but no pupils have English as an additional language. Sixty-four pupils are identified as having special educational needs, and four pupils hold a statement to address their specific needs, figures that are above average. Attainment on entry at under the age of five is below the

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PART A: SUMMARY OF THE REPORT

expectations for their ages for most of the children. The school received a Schools’ Achievement Award in 2000 and has been allocated funds from ‘Excellence in Cities’ to provide learning mentors. The school’s mission statement is embedded in the Catholic faith, and its aims concentrate on learning and sharing to enable pupils to develop their academic and personal potential.

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HOW GOOD THE SCHOOL IS

This is a very good school, which operates well. Standards in National Curriculum tests at the end of Year 6 are high in relation to the average for similar schools. Standards seen in work during the inspection are generally above average by the end of Year 6. Pupils’ progress is very good. This is achieved by the high quality of teaching. There is very effective leadership and management, which sets high expectations, and these are well met by the committed staff. The school gives very good value for money.

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What the school does well

 Through the consistently high expectations, the good and often very good teaching promotes the very good progress and achievements of children and pupils.  Achieves high standards in pupils’ attitudes, behaviour and personal development.  Cares very well for its pupils, making very good use of the assessment procedures.  Provides good educational inclusion  Responds to the high expectations of leadership and management.

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What could be improved

The school recognises the need to further improve:  Outside resources for the Foundation Stage.  Standards in literacy by the end of Year 2 and Year 6 to match the good standards in numeracy.  Full coverage of the programmes of study in information and communication technology  Attendance and punctuality The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in 1997 when the judgements were that it was a good school. Since then standards in National Curriculum tests have risen and the quality of teaching has improved. The St Jude’s RC Infant and Junior School - 7 key issues from the last inspection have been well addressed. Assessment procedures and their application are now very good and schemes of work guide teachers effectively throughout the curriculum. Library and computer resources have been enhanced. There is now a library in both key stages, and very recently a good computer suite has been opened. Raising awareness of multicultural diversity is now well covered. The management roles of subject co-ordinators is good, as shown through the use of work portfolios, monitoring of teaching and learning and professional development. Behaviour is now well monitored and managed. Overall, improvement has been very good.

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 6 based on average point scores in National Curriculum tests.

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Key

English C D C A well above average above average A B mathematics B B B A average below average C D science A* A* A A* well below average E

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Key

Standards by the end of Year 6 when compared to similar schools are well above average overall for the three core subjects, and are above average overall when compared to the national average. There was little difference between results for boys and girls. Results in tests by the end of Year 2 show a similar pattern for 2001 in relation to similar schools, although results for reading were below average in comparison with all schools. Girls achieved better than boys in literacy but boys did better than girls in mathematics at this age. Whilst the number of pupils in year groups taking the tests can be small and make national comparisons difficult, the results since the last inspection show that improvement has been at a quicker rate than the national average. Standards on entry are well below average and the high quality of teaching engenders good progress. Children and pupils in reception achieve

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Key

well in all aspects of the Foundation Stage curriculum. Standards seen during the inspection mirror these results. Pupils achieve well, reflecting the good educational inclusion, which ensures that their individual needs are met. Standards in literacy are hampered by pupils’ skills in vocabulary, reading and writing. The school recognises this, and is working hard and effectively to support progress. In mathematics and science, standards are above average. In information and communication technology, standards in the large majority of the skills involved are at least average. Recent improvement in resources has allowed the school to make plans for ensuring that all aspects of the programme of study can be taught. In other subjects sampled, pupils achieve standards that reflect the national average, which many pupils exceed.

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Aspect Comment

Attitudes to the school Pupils have very good attitudes towards their work and teachers. St Jude’s RC Infant and Junior School - 8 They enjoy school and work hard. Behaviour, in and out of classrooms The behaviour of the very large majority of pupils is very good at all times. Personal development and relationships Very good. Pupils show responsibility towards others and for their work. They collaborate well and have very good relationships with teachers and each other. Attendance The overall attendance figures for the last year were slightly below the national average for primary schools nationally, and this is unsatisfactory. Unauthorised absence is lower than the national average. The overall ethos of the school is set in its Catholic tradition. Despite the very good efforts by the school to promote good attendance, the level of attendance has not shown significant improvement, but unauthorised absence has been halved since the last inspection. A minority of pupils are

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Teaching of pupils in: Reception Years 1 – 2 Years 3 – 6

Quality of teaching Very good Good Very good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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Teaching of pupils in: Reception Years 1 – 2 Years 3 – 6

The scrutiny of pupils’ work shows that teaching is consistently good over time in all age groups. The quality of teaching in the class for under fives and Reception is very good. Children are admitted as they approach their fifth birthday, and the teaching meets the requirements of the Foundation Stage very well. There are very good links to the National Curriculum, which prepares the pupils for the next stage of their education, and in Years 1 and 2, the consistently good teaching, and occasionally very good teaching, maintains pupils’ progress. Teaching in Years 3-6 is very good, overall, and particularly for older pupils. In most classes the work set really challenges the pupils and develops their knowledge, understanding and skills. Where teaching is outstanding, children and pupils’ progress is very good. Literacy and numeracy are well taught, with good use of both skills in other subjects across the curriculum. Pupils with special educational needs are well supported through the

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Teaching of pupils in: Reception Years 1 – 2 Years 3 – 6

effective partnership between teachers and learning support staff and potentially higher attaining pupils are very well challenged through extension work. This high quality of provision leads to the good standards pupils achieve.

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Aspect Comment

The quality and range of the curriculum Very good. There is effective provision for literacy and numeracy, especially in good links with other subjects in the curriculum. Science is well provided for, and there is a good range of extra-curricular activities. Provision for pupils with special educational needs Very good. Statutory requirements are met. Pupils receive effective support both in classes and when withdrawn for group and individual support. St Jude’s RC Infant and Junior School - 9 Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good provision is made for pupils’ personal development. A particular strength is the provision for their social and cultural development. Teachers also maintain a very good overview of pupils’ personal development.

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Aspect Comment

How well the school cares for its pupils Very good and is seen as a strength of the school by the parents.

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Aspect Comment

There is effective coverage of other subjects within the curriculum but not all of the programme of study for information and communication technology is being covered and National Curriculum requirements are not met. Induction procedures for children entering the Foundation Stage are good. Whole-school procedures for assessment are exceptional and are very well used to inform planning. Assessment profiles are well used to set targets in literacy. Marking is often very good and shows how work may be improved. There is a good partnership with parents, in terms of support and their involvement in their children’s learning.

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Aspect Comment

Leadership and management by the headteacher and other key staff Very effective. The headteacher has a clear vision for the school and provides, through her partnership with the staff, a clear educational direction for the school.

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Aspect Comment

How well the governors fulfil their responsibilities The governors work effectively through a good partnership with the headteacher and staff and generally fulfil their responsibilities very well. The school’s evaluation of its performance Very good. National Curriculum test results are analysed and further testing systems are applied to ensure that pupils are making appropriate progress. The strategic use of resources Very good. Financial and human resources are very well deployed to ensure that the school provides the best opportunities for its pupils. The school achieves very good value for money.

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Aspect Comment

The headteacher manages very well and provides a very good example to staff and pupils. Through the school development plan, priorities are identified and action plans are appropriately carried out. Within the overall management, the roles of the senior staff and co-ordinators are appropriate. Monitoring and evaluation are very good and support effective target setting. The chair of governors has a very good professional partnership with the school. Governors are well informed, and apply the principles of best value as they consult with staff, compare performance, and strive to ensure that the best opportunities exist for the children and pupils. They are not meeting their statutory responsibilities for the curriculum with regard to information and communication technology.

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Aspect Comment

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

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What pleases parents most What parents would like to see improved

St Jude’s RC Infant and Junior School - 10  The very good standards which their children achieve through good teaching  The very good ethos  How well the school cares for their children  Homework challenges and extends pupils’ learning.  Their children are encouraged to be responsible  Their involvement in the life of the school  That the school is well led and managed. There were no areas indicated.

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What pleases parents most What parents would like to see improved

Seven parents attended the pre-inspection meeting and about 33 per cent of the questionnaires were returned. The overall view of the parents is that the school is providing exceptionally well for their children in relation to both academic progress and personal development. The inspection evidence confirms these views. St Jude’s RC Infant and Junior School - 11

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Through the consistently high expectations, the good and often very good teaching

promotes the very good progress and achievements of children and pupils.

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Through the consistently high expectations, the good and often very good teaching

1. The overall quality of teaching is consistently good throughout the school and is often very good. Children aged under five and pupils in the Reception class learn and achieve very well because of the teaching that they experience. On entry, their standards are well below average in all of the areas of learning. Through the effective teaching they make good progress and by the time that they begin their work in the National Curriculum at the age of five they have achieved well although standards are still below the national average, overall. In personal, social and emotional development they have acquired the skills to work effectively together and have improved significantly in communication, language and literacy skills. Good progress has been made in mathematical and creative development, and in their knowledge and understanding of the world. In their physical development, children make satisfactory

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Through the consistently high expectations, the good and often very good teaching

progress, as the outdoor facilities are limited. Teaching is stimulating as was seen in a session in which children undertook a wide range of activities that combined learning in many of the early learning goals; good mental number work, singing of a song to develop language, and the use of a computer to find a missing item on the screen. The use of appropriate activities and praise helped to develop children’s self-esteem.

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Through the consistently high expectations, the good and often very good teaching

2. In Years 1 and 2, and in Years 3 - 6, the teaching remains consistently good, and in many lessons inspected it was very good. It is clear from the scrutiny of pupils’ work that teaching over time is consistently good. The National Curriculum is effectively covered in all subjects except information communication technology, where limitations in resources prevent the full coverage of the programme of study. Nevertheless, there is good coverage of aspects such as word-processing and data handling, and as the new resources are developed the plans set address the current shortcomings.

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Through the consistently high expectations, the good and often very good teaching

3. Virtually all lessons are characterised by the high expectations of the teachers, which leads to the good achievement of the pupils. Classroom management is very good and this reinforces the good standards of behaviour achieved. Teachers generally have good subject knowledge. Lessons are very well planned and there is frequently good educational inclusion as the differing learning needs of the pupils are met. There has been good improvement in the schemes of work since the last inspection. Work set is devised to be challenging to all pupils, and there is often extension work for those who complete the main activity for the lesson. Learning support staff are very active with pupils who are identified as having special educational needs and they have a most effective partnership with the class teachers. The individual education plans or these pupils are clear, understood and well used. They are informed by the assessment

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Through the consistently high expectations, the good and often very good teaching

4. The learning objectives for lessons are clear and are shared with the pupils so that they know what they are doing and why. Good practice is seen as teachers involve the pupils well in the learning process through challenging questions, which they use to St Jude’s RC Infant and Junior School - 12 develop literacy, knowledge and understanding. Learning support staff are equally proficient in this activity and pupils are encouraged to think for themselves. For example, in a Year 5 science lesson, pupils were well prepared for their investigation into differing rates of evaporation and generated good hypotheses and predictions. Similarly, in a Year 1 lesson, pupils enjoyed studying each other as they learned the correct names for different parts of their faces, and then described the differences, such as colour, size, and similarities. This work supports the development of their reasoning and thinking skills. The pace of most lessons is good and pupils are involved in a range

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Through the consistently high expectations, the good and often very good teaching

of activities, making good use of resources. This includes very effective displays which combine children and pupils’ work with commercially produced posters. They are stimulating and add to the very good learning atmosphere. The quality of assessment and marking is very good and forms a significant factor in the overall improvement of achievement, and in the high quality of care for children and pupils. At the end of lessons, teachers make very good use of plenary sessions in which they check the quality of learning and use this information effectively in their evaluations and planning. Homework is well used and is often an extension of the work done in class that adds to the challenge as well as the learning opportunities.

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Through the consistently high expectations, the good and often very good teaching

5. The teaching of literacy and numeracy is good. In literacy, pupils respond positively to the good support they are given by teachers to overcome some of the difficulties they encounter in putting newly acquired knowledge into practice in their written work. This was noted in the previous inspection report. Teachers plan a good range of activities and nearly always present these activities in an interesting manner in order to appeal to pupils’ interests and to promote learning. For example, pupils acting as ‘human commas’ made good progress in understanding the use of commas in lists. In Year 6, lessons develop vocabulary and writing skills as pupils study the impact of words on emotions and interests. In Year 4, the challenge in the work on poetry stimulated the pupils’ interests. Good use was made of computers as pupils developed and drafted their ideas. This has a positive influence on the pupils’ personal development as well as

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Through the consistently high expectations, the good and often very good teaching

their understanding and skills in communication. In Year 2, the most effective use of the ‘Big Book’ led to the understanding and use of language and particularly the use of verbs as pupils used their own sentences and analysed the text. In numeracy, the good mental introductory sessions, as seen in a Year 2 lesson, stimulate the pupils’ interest and enable them to see number and shape patterns as the lesson develops into the main objective of learning about fractions. Information and communication technology is often well integrated into the lessons and good use is made of the new computer suite. Computers are effectively used with basic learning programmes in English and mathematics and for research. For example, in a Year 3 lesson, pupils effectively developed their skills in the use of data handling. They established a database by inputting information on games and then used the computer program to produce graphs

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Through the consistently high expectations, the good and often very good teaching

and pie charts to illustrate their findings. Resources are still being developed, as is the use of the computers, and plans are set to remedy the shortcoming as not all of the programme of study is being covered. Good improvement has been made in computer resources and also in library resources since the last inspection, with one for Years 1 and 2, and one for Years 3 - 6. The libraries are well used by teachers in their lessons.

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Through the consistently high expectations, the good and often very good teaching

6. The effect of this teaching is the good achievement of the children and pupils. Results in the National Curriculum tests and assessment at the end of Year 2 have improved since the last inspection and particularly in the last set of tests. Results in writing and St Jude’s RC Infant and Junior School - 13 mathematics were above the national average, but reading results were below the national average. Results in teacher assessments for science were close to the national average. In comparison with similar schools, results were well above average in reading and writing, and very high in mathematics. Girls achieved better than boys in literacy but boys did better than girls in mathematics at this age. Whilst the number of pupils in year groups taking the tests can be small and make national comparisons difficult, the results since the last inspection show that improvement has been at a quicker rate than the national average. In tests at the en do Year 6, results were average

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Through the consistently high expectations, the good and often very good teaching

in English, above average in mathematics and well above average in science. In comparison with similar schools, results were well above average in English and mathematics and very high in science. There was little difference between results for boys and girls. Results are improving at a quicker rate than nationally.

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Through the consistently high expectations, the good and often very good teaching

7. Standards seen during the inspection mirror these results. Standards in literacy are below average, hampered particularly by pupils’ limited skills in vocabulary, reading and writing. The school recognises this, and is working hard and effectively to support progress. In mathematics and science, standards are above average. In information and communication technology, standards in the large majority of the skills are at least average. In other subjects sampled, pupils achieve standards, which meet expectations and many pupils exceed them.

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Through the consistently high expectations, the good and often very good teaching

Achieves high standards in pupils’ attitudes, behaviour and personal development.

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Through the consistently high expectations, the good and often very good teaching

8. There is a very strong and distinctive Catholic ethos, which is respected by all associated with the school. It is achieved through the high expectations set by all of the adults working in the school, to which the children and pupils willingly respond. In all activities seen during the inspection and from discussions with pupils, staff and parents, the high standards being achieved in students’ behaviour, attitudes and values are clearly apparent.

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Through the consistently high expectations, the good and often very good teaching

9. Children and pupils enjoy coming to school. The overall quality of their behaviour is very good. In classes and around the school the large majority of pupils are well behaved. In lessons, most pupils have positive attitudes to learning. From the Foundation Stage and Reception class, through to those in Year 6, the pupils work willingly with enthusiasm and perseverance. They are proud of their achievements. Relationships between pupils, and between pupils and teachers, are good. The high standards in behaviour and good quality of relationships do much to eliminate any minor disagreements between pupils, and instances of bullying and racial disharmony are very rare. Incidents are dealt with very well, which supports the high standards being achieved, and there have been no exclusions in the past year. The attendance of most pupils is good, as is their punctuality, but there is a significant minority who do

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Through the consistently high expectations, the good and often very good teaching

not have good attendance, and are also late for school. Where pupils’ attendance is good, it supports their learning. Pupils show respect in the manner in which they receive visitors, applaud success, care for their environment and accept differing values and beliefs.

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Through the consistently high expectations, the good and often very good teaching

10. Provision for the children and pupils’ spiritual, moral, social and cultural development is very good. As it is a denominational school, overall judgements on their spiritual and moral development will be made by inspectors from the Diocese. In lessons inspected, good opportunities were taken to support the spiritual and moral development of the St Jude’s RC Infant and Junior School - 14 children and pupils. For example, in a Year 6 English lesson, the consideration of newspaper headlines led to discussions which contributed to pupils’ values and beliefs. In a Year 5 science lesson, work on evaporation added to pupils’ sense of awe and wonder. The very clear code of conduct is well understood by the children and pupils and effectively reinforced in classrooms and as they move around the school. They understand the difference between right and wrong. The last inspection report commented on the good provision and this judgement still stands.

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Through the consistently high expectations, the good and often very good teaching

11. Social development is very good. In many lessons pupils are encouraged to take responsibility for their work and behaviour. The frequent occurrence of group and pair work provides good opportunities to develop social skills and pupils enjoy these opportunities. Opportunities taken in lessons are very well controlled and pupils listen well to each other. They share ideas and resources well. Pupils support the work of the Church and charities of their own choice, promoting their concern for others less fortunate than themselves. Pupils respond well to opportunities to exercise responsibility. For example, they act as monitors, take the initiative in lessons and Year 6 pupils are very sensitive and responsible in their work as ‘buddies’ to Year 2 pupils in supporting their reading. They take advantage of the extra-curricular opportunities, which provide them with opportunities to mix socially and work together across the age

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Through the consistently high expectations, the good and often very good teaching

range. These opportunities, which enrich the curriculum, include visits, visitors, school productions, life in the Church and sport. Cultural development is satisfactory. Pupils are made aware of their own cultural heritage, and their awareness of aspects of their local society is well developed, for example, through their work in geography as they compare lifestyles in different countries. Very good displays highlight the world faiths which are present in their community, and this helps pupils develop their awareness as to how other religions influence lifestyles. The overall improvement since the last inspection in multicultural awareness has been satisfactory.

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Through the consistently high expectations, the good and often very good teaching

12. Children and pupils respond very well to this provision for their personal development. The effective structures promote good standards of behaviour, attitudes and personal development, and this makes a significant contribution to the academic standards being achieved.

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Through the consistently high expectations, the good and often very good teaching

Cares very well for its pupils, making very good use of the assessment procedures.

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Through the consistently high expectations, the good and often very good teaching

13. The overall ethos of the school is characterised by the high quality of care for the children and pupils. This care is a strength of the school. Parents fully endorse this inspection judgement. Teachers and all adults working in the school know the children and pupils very well and in the light of the social and economic difficulties that a significant number of families experience the school is very supportive. The code of behaviour and the very good opportunities for personal development support the caring environment. Links with outside agencies are used appropriately and well. Child protection and health and safety procedures meet statutory requirements. The Code of Practice for special educational needs is fully in place.

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Through the consistently high expectations, the good and often very good teaching

14. In support of this very good approach to children and pupils’ welfare, the key issue from the last report to make the use of assessment more consistent has been achieved. Assessment procedures are now very good, and they enable the staff to know how well children and pupils are progressing in their work and in their personal development. St Jude’s RC Infant and Junior School - 15 There is very detailed analysis of National Curriculum tests and assessments to target any shortcomings. Very good use is made of a range of other national testing systems, including base line assessments when children enter the school, as they transfer between year groups, and in literacy skills. The quality of marking is often outstanding, with very constructive comments that refer to the quality of the work done and how it might still be improved. Very good use is made of rewards. All of this process leads to effective target setting in test results and for pupils’ individual progress. The

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Through the consistently high expectations, the good and often very good teaching

information is used very effectively to inform lesson planning and the development of schemes of work. Thus there are booster classes at appropriate times of the year for pupils in literacy and numeracy and targeting of pupils of differing prior attainment. This links well with the effective educational inclusion as pupils who are gifted and talented are as well supported as those with special educational needs. It also enables children and pupils to have a good understanding of their own levels of achievement and progress.

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Provides good educational inclusion

15. The overall approach by the governors, headteacher and all staff are very supportive of the whole range of children and pupils. From the underlying care of its Catholic ethos, to its knowledge of each individual child and pupil, through the quality of assessment and in the quality of teaching, the school works very successfully to meet the differing learning needs in classrooms and around the school. For example, the analysis and monitoring of academic and personal development, the quality of teaching and the celebration of achievement of children and pupils of differing ethnic and social background are all good. The school received a Schools’ Achievement Award in 2000 and has been allocated funds from ‘Excellence in Cities’ to provide learning mentors. Good use is made of a wide range of strategies and agencies to support learning and personal development for the full range of prior attainment so that individual learning

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Provides good educational inclusion

difficulties are addressed. In lesson planning good links are made in the work undertaken to develop literacy, numeracy and information technology skills. This approach provides good equality of opportunity and has led to the improvement in both attainment and achievement of the majority of pupils.

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Provides good educational inclusion

Responds to the high expectations of leadership and management.

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Provides good educational inclusion

16. The headteacher has been in post for a short time, having previously been the deputy headteacher. She has built on the good foundations which were reported at the time of the last inspection and through her high expectations has further developed standards and the overall ethos of the school. Staff, governors, pupils and parents have great confidence in the headteacher’s leadership and the school is most efficiently managed. She is very involved in the day-to-day life of the school and sets a very clear example to all staff, pupils and parents, through her commitment to the school. In partnership with the staff and governors she provides very good educational direction and the school’s aims, which are clearly shared by all members of the school community, are very well met in relation to the religious, personal and academic standards achieved. Even with results that reflect and often exceed the national average the headteacher still recognises

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Provides good educational inclusion

that standards in literacy can be raised. The very positive response to the headteacher by the staff and pupils is a significant factor in the success of the school. St Jude’s RC Infant and Junior School - 16 17. The governing body is well aware of the school’s strengths and weaknesses. Strategic planning is good and governors are fully involved in the planning process. The chairman of the governors has a good professional partnership with the headteacher and this is a valuable facet in the overall involvement of governors. Other governors also visit the school and support well. Governors apply the principles of best value as they seek to gain the best opportunities for children and pupils. It is only in that the statutory requirements for information and communication technology are not met are governors not fulfilling their duties.

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Provides good educational inclusion

18. The school has addressed the key issues from the last inspection in 1997 and improvement has been very good overall. Strategies for monitoring and evaluation are very good, overall. There is good delegation and the overall skills of the senior management team and subject co-ordinators are very well used. Monitoring and evaluation by subject co-ordinators is now good and there are portfolios of pupils’ work to support assessment, a clear pattern of lesson observation and monitoring, and good professional development. Behaviour is now well monitored, as evidenced by the high standards. Results at the end of Years 2 and 6 show improvement. The quality of teaching has improved. The review of procedures for assessment has enabled the school to resolve this key issue.

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WHAT COULD BE IMPROVED

Outside resources for the Foundation Stage.

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WHAT COULD BE IMPROVED

19. The outdoor facility for children aged under five is contained in an attractive grassed area adjacent to the main building. There is a very limited range of apparatus to provide the appropriate opportunities for children’s physical development, such as the use of wheeled vehicles and climbing frames. As the area is uncovered and grassed this limits its use when there is wet weather. Plans are proposed for this area to be developed but are currently hampered by the financial costs.

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Standards in literacy by the end of Year 2 and Year 6 to match the good standards

20. In comparison with similar schools, results in National Curriculum tests at the end of Year 2 and 6 are above average. In comparison with all primary school nationally results are average, and show an improvement in recent results. Many pupils make very good progress as they enter the school with well below average skills in speaking, listening, reading and writing. Nevertheless, the school recognises that there is the need to raise standards in literacy and the strategies used are effective. While many older pupils are confident in discussion and enjoy talking about their work, they do experience difficulties in their understanding and use of vocabulary, and the length of their answers. This was seen in a Year 4 geography lessons and in a Year 5 science lesson. Teachers work effectively to improve standards but there are some shortcomings that undermine them. For example, not all pupils have good

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Standards in literacy by the end of Year 2 and Year 6 to match the good standards

comprehension of technical words that they meet in work sheets. Written answers are sometimes short, lack appropriate structures and there are often spelling errors. However, there is good use of speech marks and basic sentence structures, and St Jude’s RC Infant and Junior School - 17 standards of grammar being achieved by older pupils show significant improvement. The good range of writing, which includes reports, poetry, critical accounts, book reviews and creative work is having an appropriate impact on improving standards. Good opportunities for reading extend comprehension skills and vocabulary. Investigations and recording of events supports observation and reasoning skills. Thus, the action being taken has the clear potential to raise the standards in line with targets set for all pupils to match the above average standards achieved in numeracy.

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technology

21. There has been a significant improvement in the number of computers available and the computer suite is a valuable resource. Most computers can now cope with the range of modern programs, and they are used well. Because this development has been recent, and not all programs are yet available, the full programme of study for information and communication technology is not covered. There are good examples of word- processing, simple use of techniques such as ‘pasting and sticking’ tables and pictures into text, and the use of programs to support literacy and numeracy. The computers are networked and this allows good opportunities for work. Where teachers are confident they make good use of the opportunities, and they effectively involve the expertise of the learning support staff. Plans are in place to rectify this situation so that there is effective application of information and communication technology in all subjects.

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Attendance and punctuality

22. Structures to promote attendance are good, and have had a positive effect on improving attendance since the last inspection. Nevertheless, standards are below the average for primary schools nationally and are unsatisfactory. Good progress has been achieved in reducing the unauthorised absence, which is now less than the national average. There is also a minority of pupils who are regularly late for school. The school recognises the need to continue to promote good attendance to support pupils’ progress and achievement, and is working to secure better relationships with a minority of parents and carers of these pupils.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

23. The governors, headteacher and staff recognise there is still room for improvement in this very good school, especially within the areas for improvement listed earlier in this report. In order to build on its success it now needs to:  Raise further the standards of literacy for all pupils by the ages of seven and eleven;  Extend the range of resources so that all programmes of study are met for information communication technology  Extend the outdoor resources and facilities for children in the Foundation Stage to promote their opportunities for development.  Continue to promote good attendance and punctuality, especially for the minority of pupils whose attendance and punctuality are unsatisfactory.

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PART C: SCHOOL DATA AND INDICATORS

St Jude’s RC Infant and Junior School - 18

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 13

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents more six percentage points.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) N/A 152

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals N/A 69

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs N/A 4

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register N/A 64

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 0

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 24

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 19

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Attendance

National comparative data 5.6 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. St Jude’s RC Infant and Junior School - 19 Attainment at the end of Key Stage 1 (Year 2) Year Boys Girls Total

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Attendance

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2001 8 12 20

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Attendance

National Curriculum Test/Task Results Reading Writing Mathematics

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Attendance

Boys 6 7 7 Numbers of pupils at NC level 2 and above Girls 10 10 10

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Attendance

Percentage of pupils School 80 (60) 85 (73) 85 (93) at NC level 2 or above National 84 (83) 86 (84) 91 (90)

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Attendance

Teachers’ Assessments English Mathematics Science

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Attendance

Boys 7 7 7 Numbers of pupils at NC level 2 and above Girls 9 11 11

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Attendance

Percentage of pupils School 80 (60) 90 (100) 90 (100) at NC level 2 or above National 85 (84) 89 (88) 89 (88)

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Attendance

Percentages in brackets refer to the year before the latest reporting year.

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Attendance

Attainment at the end of Key Stage 2 (Year 6) Year Boys Girls Total

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Attendance

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2001 11 14 25

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Attendance

National Curriculum Test/Task Results English Mathematics Science

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Attendance

Boys 7 9 11 Numbers of pupils at NC level 4 and above Girls 10 9 14

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Attendance

Percentage of pupils School 68 (76) 72 (84) 100 (100) at NC level 4 or above National 75 (75) 71 (72) 87 (85)

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Attendance

Teachers’ Assessments English Mathematics Science

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Attendance

Boys 7 9 9 Numbers of pupils at NC level 4 and above Girls 10 9 11

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Attendance

Percentage of pupils School 68 (76) 72 (84) 80 (100) at NC level 4 or above National 72 (70) 74 (72) 82 (79)

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Attendance

Percentages in brackets refer to the year before the latest reporting year. St Jude’s RC Infant and Junior School - 20

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 7 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 1 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 9 Other minority ethnic groups 0 0

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Ethnic background of pupils Exclusions in the last school year

This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded.

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 8.5 Financial year 2000/2001

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Teachers and classes Financial information

Number of pupils per qualified teacher 20

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 446439

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Teachers and classes Financial information

Total number of education support staff 3 Total expenditure 452026

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Teachers and classes Financial information

Total aggregate hours worked per week 75 Expenditure per pupil 3014

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Teachers and classes Financial information

FTE means full-time equivalent Balance brought forward from previous year 37497

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Teachers and classes Financial information

Balance carried forward to next year 31910

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Teachers and classes Financial information

Number of teachers who left the school during the last two years 2

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Teachers and classes Financial information

Number of teachers appointed to the school during the last two years 2

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Teachers and classes Financial information

Total number of vacant teaching posts (FTE) 1

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Teachers and classes Financial information

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 0

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Teachers and classes Financial information

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0

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Teachers and classes Financial information

FTE means full-time equivalent. St Jude’s RC Infant and Junior School - 21

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Results of the survey of parents and carers

Percentage of responses in each category

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Results of the survey of parents and carers

Strongly agree Tend to agree Tend to disagree Strongly disagree Don’t know

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Results of the survey of parents and carers

My child is making good progress in school. 75 22 2 0 2

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Results of the survey of parents and carers

Behaviour in the school is good. 67 27 6 0 0

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Results of the survey of parents and carers

My child gets the right amount of work to do at home. 55 43 2 0 0

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 76 18 6 0 0

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Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 84 12 2 2 0

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Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 90 10 0 0 0

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Results of the survey of parents and carers

The school works closely with parents. 78 16 4 2 0

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Results of the survey of parents and carers

The school is well led and managed. 80 16 4 0 0

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Results of the survey of parents and carers

The school is helping my child become mature and responsible. 82 16 2 0 0

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 51 31 18 0 0

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